The importance of the topic of the article is due to the fact that nowadays there is a need to understand that the creation of artificial intelligence is associated with the understanding and study of natural intelligence. The problem of defining artificial intelligence is largely reduced to defining intelligence in general: is intelligence monolithic or does this concept define a set of different abilities? To what extent intelligence can be created? Is it possible to create computers with intelligence? These and other questions have not yet been answered by the contemporary science, but these questions have greatly contributed to the formation of tasks and methodologies that form the basis of the theory and practice of contemporary artificial intelligence in philosophy. The purpose of the article is the need to study and substantiate the indicators of overall success in the development of artificial intelligence systems; proving that human psychoreality is an open system of nonlinear type; proving the effectiveness of logo and psycho-machines in the development of artificial intelligence in philosophy. The article gives a theoretical justification for the concepts of “artificial intelligence” and “logo and psycho machines”; the conditions for the effectiveness of the development of artificial intelligence in our time are highlighted, as the scientific direction of artificial intelligence is young, and its structure and range of issues are not so clearly defined. It is now possible to implement formal systems of reasoning in the machine and test their sufficiency for the manifestation of reasonableness in practice.

This article deals with Vernadsky’s concept of noosphere in terms of educational and ideological solutions to global problems. In turn, these solutions should help humankind survive and reveal its technological and creative potential by developing and implementing the “cosmic education” paradigm. The article aims to highlight the relevance, universality and centrality of noosphere education and consciousness as the only tool to save humanity from political and human-made disasters through essayistic and philosophical methods. Research methods mostly include philosophical introverted methods, as well as comparison, extrapolation, dialectical and metaphysical forecasting. Besides, the article discusses and draws philosophical, historical and political parallels proving that noosphere consciousness, noosphere humanism and anthropocosmism, together with system-centric paradigms, should become the basis of post-non-classical pedagogy. Finally, emphasis is placed on methodological coordination and concentration on the theory of noosphere, science and education, as well as on the role of the current education system (at a psycho-pedagogical level) in meeting the demands of time, nurturing social consciousness under the current crisis and the changes that have enhanced the dialogue between human and nature.

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The socio-economic and political features of the development of Ukrainian society necessitated the revision of educational guidelines and their value-target orientation. The article analyzes the main vectors of the development of the theoretical and practical foundations of the theory of education. In retrospect, the goals of education are analyzed, the analysis of their dynamics in the works of foreign and domestic teachers is presented. The authors attribute to the main vectors of the development of education: awareness of the purpose of education, interaction of various social institutions, updating the content, methods and technologies of education, raising the level of the teacher's professional and pedagogical culture. It is emphasized the need to match the new strategy of educational work with the objective challenges of the time, current socio-cultural problems. The priority significance of setting the subjectivity of the educational process as its main creative force, capable of turning education into a truly creative process, transferring it into a mode of self-education, providing conditions for the full-fledged formation of a personality, revealing its individual resources while relying on motivational, need-based and cognitive spheres, is being updated , the realization of the individual's right to master the highest values of human existence, the right to achieve peaks in personal and professional development. With this approach, a person is considered as an active, self-organizing subject who independently sets tasks and determines the ways of his forward movement. The opinion is asserted that the key vector of the development of the modern theory of education is the development of Ukrainian statehood as a consolidating factor in the development of Ukrainian society, which is the basis of the system of national-patriotic education. The most important priority of national-patriotic education is the formation of a valuable attitude of the individual towards the Ukrainian people, the Motherland, the state and the nation.

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